Educação patrimonial: história da noção, significados, práticas - 1983-2020

Detalhes bibliográficos
Ano de defesa: 2022
Autor(a) principal: Fontes, Renata Canuto lattes
Orientador(a): Braghini, Katya Mitsuko Zuquim lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica de São Paulo
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
Departamento: Faculdade de Educação
País: Brasil
Palavras-chave em Português:
Educação patrimonial
Património cultural
História dos conceitos
Palavras-chave em Inglês:
This paper intends to historically analyze the concept of Heritage Education, such as, its creation and appearance of the term as well as its history, from 1980 to the present, seeking to understand the appearance of the term, the changes and permanence of its meanings, and the debate about which cultural artifacts should be worthy of preservation and education, the educational practices and its motives. The hypothesis is that the term is being modified as new groups and agents enter the debate on cultural heritage in Brazil, giving new meanings to the term, due to social and political interests and clashes related to changes in the very notion of heritage. The documentary basis will be composed of different normative documents, the legal bases for the orientation of the term, the national legal system for its orientation, and various forms of written papers that discuss the subject. For the studies on heritage and its history, the works of Hartog (2005) will be used, for studies on History and Memory Jacques Le Goff (2013) and for understanding the Conceptual History, Reinhart Koselleck (1992). This study concluded that Heritage Education emerges as a methodology for the public to identify and recognize a public good, aiming to patrimonialization or is already a listed heritage. Today, Heritage Education preserves this function, but also highlights the participation of the community in the processes of identification and (self) recognition of what must be preserved
Área do conhecimento CNPq:
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/30982
Resumo: Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES
id PUC_SP-1_556fc9a9e49fd67dd33e6a25ad5140da
oai_identifier_str oai:repositorio.pucsp.br:handle/30982
network_acronym_str PUC_SP-1
network_name_str Biblioteca Digital de Teses e Dissertações da PUC_SP
repository_id_str
spelling Braghini, Katya Mitsuko Zuquimhttp://lattes.cnpq.br/7346391673249451http://lattes.cnpq.br/3243128112364552Fontes, Renata Canuto2023-02-03T14:56:19Z2023-02-03T14:56:19Z2022-12-08Fontes, Renata Canuto. Educação patrimonial: história da noção, significados, práticas - 1983-2020. 2022. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.https://repositorio.pucsp.br/jspui/handle/handle/30982Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESEssa dissertação tem como intenção analisar historicamente o conceito de Educação Patrimonial, ou seja, os motivos para o seu aparecimento e seu histórico, desde os anos 1980 até o presente momento, buscando compreender o aparecimento de termo, as mudanças e permanências de seus significados, e a discussão sobre quais devem ser os artefatos culturais dignos de preservação e educação, seus motivos e práticas educativas. Tem por hipótese que o termo vai sendo modificado enquanto novos grupos e agentes entram no debate sobre o patrimônio cultural no Brasil, imprimindo novos significados ao termo, por interesses sociais e políticos e por embates relacionados às alterações sobre a própria noção de patrimônio. A base documental será composta por diferentes documentos normativos, as bases legais para a orientação do termo, o ordenamento jurídico nacional para sua orientação, impressos variados que falam sobre o assunto. Para os estudos sobre patrimônio e o seu histórico, serão utilizados os trabalhos de Hartog (2005), para os estudos sobre História e Memória, Jacques Le Goff (2013) e para o entendimento da história dos conceitos, Reinhart Koselleck (1992). Chegou-se à conclusão de que a Educação Patrimonial surge como uma metodologia para o público identificar e reconhecer um bem público, com vistas à patrimonialização ou já patrimonializado. Hoje, preserva essa função, mas evidencia a participação da comunidade nos processos de identificação e (auto)reconhecimento do que deva ser preservadoporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOEducação patrimonialPatrimónio culturalHistória dos conceitosThis paper intends to historically analyze the concept of Heritage Education, such as, its creation and appearance of the term as well as its history, from 1980 to the present, seeking to understand the appearance of the term, the changes and permanence of its meanings, and the debate about which cultural artifacts should be worthy of preservation and education, the educational practices and its motives. The hypothesis is that the term is being modified as new groups and agents enter the debate on cultural heritage in Brazil, giving new meanings to the term, due to social and political interests and clashes related to changes in the very notion of heritage. The documentary basis will be composed of different normative documents, the legal bases for the orientation of the term, the national legal system for its orientation, and various forms of written papers that discuss the subject. For the studies on heritage and its history, the works of Hartog (2005) will be used, for studies on History and Memory Jacques Le Goff (2013) and for understanding the Conceptual History, Reinhart Koselleck (1992). This study concluded that Heritage Education emerges as a methodology for the public to identify and recognize a public good, aiming to patrimonialization or is already a listed heritage. Today, Heritage Education preserves this function, but also highlights the participation of the community in the processes of identification and (self) recognition of what must be preservedEducação patrimonial: história da noção, significados, práticas - 1983-2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRenata Canuto Fontes.pdf.txtRenata Canuto Fontes.pdf.txtExtracted texttext/plain356621https://repositorio.pucsp.br/xmlui/bitstream/handle/30982/2/Renata%20Canuto%20Fontes.pdf.txt0d9e8179de4ab8b8429944c3c2e98affMD52THUMBNAILRenata Canuto Fontes.pdf.jpgRenata Canuto Fontes.pdf.jpgGenerated Thumbnailimage/jpeg1222https://repositorio.pucsp.br/xmlui/bitstream/handle/30982/3/Renata%20Canuto%20Fontes.pdf.jpg0b3460534dc2fef8d940bc941441fff1MD53ORIGINALRenata Canuto Fontes.pdfRenata Canuto Fontes.pdfapplication/pdf13426481https://repositorio.pucsp.br/xmlui/bitstream/handle/30982/4/Renata%20Canuto%20Fontes.pdfd72f557b57ccea8feee87f82167da506MD54handle/309822023-02-06 08:01:21.68oai:repositorio.pucsp.br:handle/30982Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-02-06T11:01:21Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.pt_BR.fl_str_mv Educação patrimonial: história da noção, significados, práticas - 1983-2020
title Educação patrimonial: história da noção, significados, práticas - 1983-2020
spellingShingle Educação patrimonial: história da noção, significados, práticas - 1983-2020
Fontes, Renata Canuto
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
Educação patrimonial
Património cultural
História dos conceitos
This paper intends to historically analyze the concept of Heritage Education, such as, its creation and appearance of the term as well as its history, from 1980 to the present, seeking to understand the appearance of the term, the changes and permanence of its meanings, and the debate about which cultural artifacts should be worthy of preservation and education, the educational practices and its motives. The hypothesis is that the term is being modified as new groups and agents enter the debate on cultural heritage in Brazil, giving new meanings to the term, due to social and political interests and clashes related to changes in the very notion of heritage. The documentary basis will be composed of different normative documents, the legal bases for the orientation of the term, the national legal system for its orientation, and various forms of written papers that discuss the subject. For the studies on heritage and its history, the works of Hartog (2005) will be used, for studies on History and Memory Jacques Le Goff (2013) and for understanding the Conceptual History, Reinhart Koselleck (1992). This study concluded that Heritage Education emerges as a methodology for the public to identify and recognize a public good, aiming to patrimonialization or is already a listed heritage. Today, Heritage Education preserves this function, but also highlights the participation of the community in the processes of identification and (self) recognition of what must be preserved
title_short Educação patrimonial: história da noção, significados, práticas - 1983-2020
title_full Educação patrimonial: história da noção, significados, práticas - 1983-2020
title_fullStr Educação patrimonial: história da noção, significados, práticas - 1983-2020
title_full_unstemmed Educação patrimonial: história da noção, significados, práticas - 1983-2020
title_sort Educação patrimonial: história da noção, significados, práticas - 1983-2020
author Fontes, Renata Canuto
author_facet Fontes, Renata Canuto
author_role author
dc.contributor.advisor1.fl_str_mv Braghini, Katya Mitsuko Zuquim
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/7346391673249451
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3243128112364552
dc.contributor.author.fl_str_mv Fontes, Renata Canuto
contributor_str_mv Braghini, Katya Mitsuko Zuquim
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
topic CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
Educação patrimonial
Património cultural
História dos conceitos
This paper intends to historically analyze the concept of Heritage Education, such as, its creation and appearance of the term as well as its history, from 1980 to the present, seeking to understand the appearance of the term, the changes and permanence of its meanings, and the debate about which cultural artifacts should be worthy of preservation and education, the educational practices and its motives. The hypothesis is that the term is being modified as new groups and agents enter the debate on cultural heritage in Brazil, giving new meanings to the term, due to social and political interests and clashes related to changes in the very notion of heritage. The documentary basis will be composed of different normative documents, the legal bases for the orientation of the term, the national legal system for its orientation, and various forms of written papers that discuss the subject. For the studies on heritage and its history, the works of Hartog (2005) will be used, for studies on History and Memory Jacques Le Goff (2013) and for understanding the Conceptual History, Reinhart Koselleck (1992). This study concluded that Heritage Education emerges as a methodology for the public to identify and recognize a public good, aiming to patrimonialization or is already a listed heritage. Today, Heritage Education preserves this function, but also highlights the participation of the community in the processes of identification and (self) recognition of what must be preserved
dc.subject.por.fl_str_mv Educação patrimonial
Património cultural
História dos conceitos
dc.subject.eng.fl_str_mv This paper intends to historically analyze the concept of Heritage Education, such as, its creation and appearance of the term as well as its history, from 1980 to the present, seeking to understand the appearance of the term, the changes and permanence of its meanings, and the debate about which cultural artifacts should be worthy of preservation and education, the educational practices and its motives. The hypothesis is that the term is being modified as new groups and agents enter the debate on cultural heritage in Brazil, giving new meanings to the term, due to social and political interests and clashes related to changes in the very notion of heritage. The documentary basis will be composed of different normative documents, the legal bases for the orientation of the term, the national legal system for its orientation, and various forms of written papers that discuss the subject. For the studies on heritage and its history, the works of Hartog (2005) will be used, for studies on History and Memory Jacques Le Goff (2013) and for understanding the Conceptual History, Reinhart Koselleck (1992). This study concluded that Heritage Education emerges as a methodology for the public to identify and recognize a public good, aiming to patrimonialization or is already a listed heritage. Today, Heritage Education preserves this function, but also highlights the participation of the community in the processes of identification and (self) recognition of what must be preserved
description Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES
publishDate 2022
dc.date.issued.fl_str_mv 2022-12-08
dc.date.accessioned.fl_str_mv 2023-02-03T14:56:19Z
dc.date.available.fl_str_mv 2023-02-03T14:56:19Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Fontes, Renata Canuto. Educação patrimonial: história da noção, significados, práticas - 1983-2020. 2022. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.
dc.identifier.uri.fl_str_mv https://repositorio.pucsp.br/jspui/handle/handle/30982
identifier_str_mv Fontes, Renata Canuto. Educação patrimonial: história da noção, significados, práticas - 1983-2020. 2022. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.
url https://repositorio.pucsp.br/jspui/handle/handle/30982
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str Biblioteca Digital de Teses e Dissertações da PUC_SP
collection Biblioteca Digital de Teses e Dissertações da PUC_SP
bitstream.url.fl_str_mv https://repositorio.pucsp.br/xmlui/bitstream/handle/30982/2/Renata%20Canuto%20Fontes.pdf.txt
https://repositorio.pucsp.br/xmlui/bitstream/handle/30982/3/Renata%20Canuto%20Fontes.pdf.jpg
https://repositorio.pucsp.br/xmlui/bitstream/handle/30982/4/Renata%20Canuto%20Fontes.pdf
bitstream.checksum.fl_str_mv 0d9e8179de4ab8b8429944c3c2e98aff
0b3460534dc2fef8d940bc941441fff1
d72f557b57ccea8feee87f82167da506
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv bngkatende@pucsp.br||rapassi@pucsp.br
_version_ 1793424087840718848

Registros relacionados